Transitional and Vocational Assessment (TVA)

The SMEC TVA is a comprehensive assessment tool consisting of several components including: a McCarron Dial Vocational Systems Evaluation, social/life and transitional skills evaluation, review of most recent prior educational evaluations, situational assessment(s), interviews with relevant persons (teachers, parents, etc.) and student observation in a variety of settings. This evaluation incorporates data from the following tests. The information gained is organized into three major constructs of behavior, including Verbal-Spatial-Cognitive, Sensorimotor and Emotional-Coping functions as they relate to the vocational potential and transitional needs of students.

Coordinator:
Elizabeth Swible, Vocational Specialist 

(508) 998-5444 ext. 105

Assessment Tool Skills Measured
Peabody Picture Vocabulary Test (PPVT) Receptive verbal language.
Bender Visual Motor Gestalt Test (BVMGT) and
Haptic Visual Discrimination Test (HVDT)
Visual/Motor integration skills.
McCarron Assessment of Neuromuscular Development (MAND) Fine and gross motor skills, bimanual dexterity, persistent control, balance and muscle power.
Perceptual Memory Tasks (PMT) Memory functions and learning style, spatial relations, visual design, auditory/visual colors and discrimination recall.
Street Survival Skills Questionnaire (SSSQ) and Behavior Rating Scale (BRS) Ability to function autonomously in the community or work environment.
Emotional Behavioral Checklist (EBC) Completed by classroom teacher to collect data reported through program/school attendance.
Wide Range Interest and Occupation
(WRIOT 2)
238 two-picture groupings used to determine a student’s vocational preferences. Results are compared and job clusters determined.

The Complete Vocational Assessment Battery assesses a student’s vocational aptitudes and interests through the variety of tests included or incorporated in the McCarron-Dial Vocational Assessment Battery:

School Social Skills Assessment (S3)

This test is a criterion-referenced instrument that yields knowledge of a student’s social strengths and deficiencies. The S3 is designed to assist in identifying student skill sets in school-related social behaviors in the areas of: adult relations, peer relations, school rules and classroom behaviors.

Transition Planning Inventory (TPI)

This test is an instrument for identifying and planning for the transitional needs of students with disabilities. The target areas are employment, further education/training, daily living, leisure activities, community participation, self-determination, communication and interpersonal issues. The questionnaire is typically completed by school staff, parents and the student.

Checklist of Adaptive Living Skills (CALS)

This test is a criterion referenced measure of adaptive living skills. CALS may be used to determine the specific skills an individual has mastered or needs to master organized into skill modules in four broad domains: Personal Living Skills, Home Living Skills, Community Living Skills, and Employment Skills.

Situational/Vocational Assessment

The situational assessment consists of an on-the-job evaluation in one of SMEC’s community-based job sites or the student’s predetermined work placement. This portion of the evaluation provides the opportunity for an individual to use their skills in an actual job situation. The student’s ability to apply skills to real life situations is observed.

The Work Readiness Inventory (WRI)

This assessment is designed to help workers recognize and address the demands of the workplace by identifying their readiness concerns or areas of weakness. This report identifies levels of concern in six areas crucial to work readiness: Responsibility, Flexibility, Skills, Communication, Self View, and Health and Safety

Perceptual Memory Tasks (PMT)

This test consists of six activities that assess memory functions. This information is useful in determining an individual’s learning style, formulating appropriate teaching strategies and planning vocational programs.

A Transitional Vocational Assessment typically consists of 2 consecutive days of evaluation (consecutive days preferred but can be segmented if necessary).

Following the evaluation, a report will be generated providing detailed information regarding the student’s strengths, aptitudes, and interests as well as suggestions and recommendations for future planning and remediation/transition. Assessment results are summarized in the narrative report which is accompanied by two computerized reports, including the Individualized Trait Analysis (ITA) and an analysis of the Perceptual Memory Tasks (PMT). The evaluator will also be available for consultation and team meeting presentation.